Session Information
23 SES 06 B, Conditions and Implications of Agency Shift Triggered by Implementing an Educational Policy
Symposium
Time:
2009-09-29
10:30-12:00
Room:
HG, HS 7
Chair:
Laima Galkute
Contribution
There is an increasing debate about new approaches to national educational reporting. Among others, it is argued that educational reporting should much more reflect the abilities (or deficits) of tackling the recent problems of modern societies such as climate change or even the breakdown of financial markets. Subsequently, the question is raised how to integrate more problem-oriented evaluation measures within the corset of standard reporting schemes. Parallel to this debate, the United Nations Decade of Education for Sustainable Development (2005-2014) demands a transition from environmental education towards education for sustainable development (ESD) and stresses the key role of education to deal with socio-economic problems at global scale. This transition is also reflected in various attempts of education institutions of all levels to initiate an overall sustainability process including a strong focus on education for sustainable development. However, although there is an increasing number of ESD initiatives in sciences and politics, many stakeholder in education still understand ESD mainly within the limited settings of environmental issues or bring ESD close to any existing approaches of “good education”. In this context, monitoring and evaluation are key strategies to ascertain necessary changes towards ESD. Herein, a major issue of monitoring and evaluation is the identification of suitable and relevant ESD indicators. In this paper we argue, that as long as new ESD indicators are compatible to the conventional reporting frame, respectively if the reporting frame is open for qualitative measurements, national educational reporting can benefit greatly from indicators reflecting ESD. Subsequently, we will devote special attention on the compatibility of ESD indicators with Austrian educational reporting and the application of ESD indicators in higher education as means of change.In this paper, we compare the results of three different research projects on the development of ESD-indicators. In detail we will analyse three different indicator sets and test their compatibility with the national Austrian educational reporting scheme. Additionally, we will include the results of qualitative interviews made with experts and administrators of the national educational reporting carried out in the Austrian part of the aforementioned tri-national project.The primary outcome of this work should be an in-depth analyse of the potential of particular ESD-indicators for the integration into the Austrian education report. As another outcome, we plan to emphasise the benefit of ESD-Indicators within one particular area of national educational reports, the higher education sector in Austria.
Method
Expected Outcomes
References
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